Professional Potential of Senior Teachers: Psychological and Pedagogical Aspect

Introduction. The relevance of this study is driven by the need to maintain the professional effectiveness of educators in the later stages of their teaching careers. At the same time, the very definition of “professional potential of senior teachers” and its psycho-pedagogical aspects remain understudied. The aim of this research is to identify the key characteristics of the professional potential of senior teachers and to determine criteria for its preservation in this age group of educators. Materials and Methods. The study employed a method of analyzing scholarly literature on the topic, and a focus group method for discussing and refining theoretical conclusions. Eighty teachers from various regions of the Russian Federation participated in the focus groups, as well as 30 representatives from the academic and business communities during a series of national and international scientific conferences. These methods facilitated the identification of structural components and the systematization of the concepts of “personal potential”, “professional potential”, and “professional potential of senior teachers”, which are in morphogenetic dependence and are fundamental. Results. It has been established that the professional potential of senior teachers is an integrative charac­teristic, the personal, social, and pedagogical aspects of which are consciously realized in professional activity and ensure its effectiveness. Evaluation criteria include subjective satisfaction with quality of life, sustained professional motivation, and readiness for life-long creativity. The results of the focus groups confirmed the alignment of the developed criteria with the current demands of the education system and their potential for objectively assessing the professional prospects of the target group under investigation. Discussion and Conclusion. The results obtained have significant practical potential and can be used as a methodological basis for creating programs aimed at actualizing the professional potential of senior teachers, as well as applied in the practice of specialists in psychological services and centers for psychological, pedagogical, medical, and social assistance services in developing comprehensive support programs for this category of teaching staff.